Upon successful completion of this level 7 apprenticeship, learners gain a Postgraduate Certificate in Academic Practice (PGCAP), and will qualify for Fellowship of the Higher Education Academy (FHEA).
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About the Academic Professional Apprenticeship
This level 7 programme has been designed for those teaching within higher education and those providing support for learning. It builds on recognised excellence in practice to develop a community of academic practitioners who value scholarship, learning and teaching.
The programme is accredited by Advance HE against the UK Professional Standards Framework (UKPSF) for Teaching and Supporting Learning in Higher Education. It also aligns to the national Academic Professional Apprenticeship (APA) Standard.
This apprenticeship combines off-the-job training, on-the-job experience and mentoring to create a holistic package of development. Learners explore the latest teaching practices in higher education and how these are applicable in their own context.
Teaching is delivered over 18 months, followed by a compulsory End Point Assessment, which usually takes about 3 months. and modules are delivered in blocks.
Apprentices are actively supported by staff to develop their own philosophical position. They will establish a personal style honed by the demands of the subject, learner needs and the challenges of a dynamic learning environment.
Apprentices will graduate with a Postgraduate Certificate in Academic Practice (PGCAP), and will qualify for Fellowship of the Higher Education Academy (FHEA).
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What are Degree Apprenticeships?
Degree apprenticeships are a fantastic way to upskill employees and train new staff. They contribute to improved competitiveness and productivity, as well as increased staff retention.
Degree apprentices study for higher level qualifications alongside working. As such, they spend at least 6 working hours each week carrying out ‘off-the-job training’ where they study for their degree and gain the knowledge, skills and behaviours that are required to successfully complete the apprenticeship.
Large employers can use their apprenticeships levy to pay for apprenticeship training. Smaller firms can claim up to 95 per cent of these costs from the Government. This means apprenticeships are a cost-effective choice for both the employer and learner.
Meet the lecturer
Debbie Reel, Academic Course Leader
Debbie has over 10 years’ of lecturing experience, and brings a wealth of knowledge to her role.
Her experience provides her with a valuable backdrop for her academic practice and research activities.
Debbie is passionate about teaching and academic excellence, and getting the very best out of her learners.
Modules and assessment
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This module aims to develop learners’ understanding of the principles and processes involved in teaching, learning and assessment within the higher education sector. Apprentices will be expected to demonstrate effective, evidence-based professional practice in their subject discipline.
Support for learning about the pedagogy of their subject discipline will be enhanced through the provision of a discipline or institution specialist.
Learners are also introduced to models of professional development, including enhancing their ability to become a reflective practitioner. Learners are expected to explore the theory and practice of at least one model of professional development.
The following areas will be addressed during the module:
- Research into student learning; how do students learn?
- Teaching to support learning: theory and practice
- Assessment in higher education
- Session planning: constructive alignment in practice
- Models of professional development.
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This module aims to develop learners’ understanding of key aspects of academic practice in higher education, as well as the impacts of various external and institutional factors.
Learners are enabled to develop a critical and systematic understanding of the scholarship of teaching and learning in higher education and develop the ability to undertake curriculum design, development and evaluation.
This module provides opportunities for learners to explore research in academic practice with a view to developing research-informed teaching.
Apprentices are supported in reflecting critically upon their academic practice and to identify their own continuing professional development needs.
The following areas will be addressed during the module:
- Higher Education: background and context
- The United Kingdom Quality Code for Higher Education
- Professional and Statutory Regulatory Bodies (PSRBs)
- The creation of learning environments in higher education
- The curriculum in higher education
- Leading curriculum evaluation, design and development
- Pedagogic research
- Continuing professional development
- The use and value of appropriate learning technologies.
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The End Point Assessment (EPA) is an independent assessment that takes place after the final year of the apprenticeship. It is designed to test that the learner is competent in their occupation by assessing the knowledge, skills and behaviour (KSB) outcomes detailed in the approved Apprenticeship Standard.
For this degree apprenticeship, the EPA consists of three components:
- a written submission;
- an observation of teaching practice or research skills;
- a professional discussion.
All apprentices must pass their EPA to successfully complete their apprenticeship and academic
degree.
A brand-new campus
Teaching for this apprenticeship will take place at UoG’s new campus in Gloucester city centre from September 2025. This provides time to ensure a smooth transition and familiarisation with the new facilities for all.
The vibrant campus will be at the heart of the regeneration of Gloucester city centre. It will bring an iconic building back to life as a modern centre for teaching, learning and community partnerships, through placements, research and outreach activity, and provide cutting-edge facilities for your course.
Our new campus is partly funded by Gloucester’s successful £20million ‘Levelling Up’ bid, the building is being refurbished to an exceptionally high standard and will include state-of-the-art facilities and equipment for all our learners.
We have also secured a landmark £29million in funding from Barclays linked to our commitment to Environmental, Social and Governance (ESG) goals: to recruit a higher proportion of UK-domiciled young BAME students; widen access, engagement and participation for students from deprived areas; and to reduce gas and electricity CO2 emissions as part of its commitment to Net Zero by 2030.
As part of its decarbonisation drive, the University has also secured £3.3million funding from the Department for Business, Energy and Industrial Strategy (BEIS) as part of its Public Sector Decarbonisation Scheme, delivered by Salix. The scheme aims to put the public sector at the forefront of decarbonising buildings in the UK.
As well as training the region’s future social workers and teachers, it is estimated that over its lifetime, the campus will add over £300million of direct and indirect value to the county’s economy, as well as more than 4,000 jobs.
Employer and learner support
Learners have a personal tutor throughout their apprenticeship, as well as a learner coach who conducts reviews and supports them towards successful completion. They are also supported by module tutors and our Helpzone staff, who are contactable by telephone, in person and online.
Employers are able to access our dedicated apprenticeship support team, who are here to ensure that businesses get the best from both the learner and the programme.
Learner benefits
All apprentices have access to:
· experienced professionals, who are experts in their field
· state-of-the-art facilities
· all university libraries and IT and facilities
· discounted travel with Stagecoach across the South West network
· an NUS card offering great discounts at restaurants and high street stores
· a vibrant social scene complete with bars, sports clubs, gyms and leisure facilities
View our apprenticeships FAQ guide and discover answers to the most commonly asked questions about higher and degree apprenticeships.
Eligibility and Entry requirements
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Apprentices should be in full-time employment (eg employed for at least 30 hours per week) throughout the duration of the apprenticeship.
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Apprentices must have GCSE grade C/4 or above in Maths and English before they complete the EPA (or an equivalent Level 2 qualification). In some cases, apprentices are able to complete Functional Skills alongside their apprenticeship in order to have the needed Level 2 qualification ahead of EPA.
Apprentices must also have an honours degree.
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Employers may set additional entry requirements suitable for their organisational needs.
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